Research Question: Are alternative schools cost effective, fair, helpful, and therefore necessary? Contributed by: Lauren W
ANALYSIS ARTICLE
Soleil, G. (1998). Schools for disruptive students: a questionable alternative?, 1-9.
Summary:
This extensive analysis of alternate schools by the Appalachia Educational Laboratory questions whether or not the benefits of alternate schools outweigh the destruction they cause to the school system. It also examines the differences between the three types of alternative programs as well as illustrates criteria that must be implemented for these programs. The article claims that alternative schools could become “dumping grounds” for undesirable, unruly students. According to the Appalachia Educational Lab, there are three types of alternative schools: Type 1 schools students choose to attend either to finish education, to pursue a more challenging curriculum, for a more flexible schedule, etc. Type 2s are classified as disciplinary schools where students are sent for short periods of time aiming to reform disruptive students. Type 3 therapeutic schools typically offer counseling, remediation, and other beneficial services to troubled students. Crossing boundaries and overlapping the three purposes of educating, disciplining, and healing is counterproductive for the students and inefficient for the schools.
Reflection:
After reading this article, I put aside what I had previously thought about alternative schools and now know more of what they are about. In my experience, alternative schools were there as an option to get out of juvenile hall. They were for the druggies and criminals. Knowing about the three different types of alternative schools, I now see that they can be therapeutic environments for those who are not disruptive, but simply need a different kind of attention from the teachers in order to learn. If implemented correctly and with good use of resources, it seems as though alternative schools can be very helpful to a school system.
RESEARCH ARTICLE
Chase, FS. (1978). Urban education studies. Education Resources Information Center, 1-52.
Summary:
This research report was conducted by Council of the Great City Schools and University Council for Education Administration (30 years ago). Officials visited the schools, conducted interviews with students and staff, and collected surveys. The findings reflected the success of educational alternatives including; the arts in schools, hands on training and job experience, bilingual and multicultural education, staff and curriculum development, and use of community resources. Oakland, Toledo, Dallas, Atlanta, and Milwaukee were the subject cities of this research. It was found that schools which incorporated action learning (career exploration or employment opportunities) had happier students with a newfound sense of self-worth and an incentive to be successful in school. One program in Toledo accepted dropouts and delinquent children to train them and develop their potential to be productive employees. Many districts with action learning implemented. Students who attended schools with music, theatre, art, and dance programs benefited academically as well. The programs make school more enjoyable for them, thus they invest more time and attention to it. The report concluded that one program managed to bring its students from two grade levels below to grade level proficiency or above. There were also a number of multicultural education initiatives throughout these cities intended at breaking down racial barriers. Students involved in such programs have been given surveys of their attitude and it appears as though they are becoming accepting of cross cultural activities.
Reflection:
Although these are not "traditional" alternative programs, they do offer alternative methods of active learning, the arts, and multicultural education in schools which appear to be effective in raising student achievement. With all the talk about how students learning methods are different, how teachers and students are becoming accustomed to the “Game of School,” and how standardized testing is not right, these alternate methods are the answer. They keep students’ interest and give them a reason to succeed in school. Plus they can help the community through projects and gain experience from interaction with others. School reforms should include alternate methods when making strategic plans for the years to come.
OPINION ARTICLE
Gregory T. (2001). Fear of Success? Ten Ways Alternative Schools Pull Their Punches. Phi Delta Kappa International, 82, 577-581. Summary:
In this article Tom Gregory writes about the ten aspects of alternative schools that can either make or break them. Having control of who attends, diversity within the student body, controlling the time of entry, controlling who teaches, giving the school an identity and uniqueness, maintaining standards of the facilities, sharing the resources, ensuring program integrity and having graduation as a closure are all incredibly important for an alternative school to be successful. He exposes why alternative schools keep a low profile within their districts; to keep their relationship with conventional schools strong, since the alternate schools have little power in the systems.
Reflection:
With this extensive explanation, it is easy to understand why people don't hear much about alternative schools. Unless their children attend one that is. It also lays out the fundamentals of running an alternative program to make it productive and worthwhile. The Rhode Island reform plan should consider the benefits of having an alternative program in the state. It would help to raise both graduation rates and student/teacher happiness.
JOURNAL ARTICLE
Grana, RA., Black, D., Sun, P., Rohrbach, LA., & Gunning, M. (2010). School disrepair and substance use among regular and alternative high school students. Journal of School Health, 80(8), 1-8.
This article highlights the obvious fact that the school environment is on of the most influential areas an adolescent is exposed to. When going through teenage years, students spend roughly 8,000 hours at school, subjected to their friends, teachers, and the physical conditions of the school. This article focuses on teenage substance abuse in regular high schools and alternative high schools and how that trend may be tied to physical school disrepair. The theory behind this study is that "buildings with broken windows signals a low level of local concern about the condition of the neighborhood and can engender larger social problems, such as crime." The results of the study suggest that alternative high schools experience school disrepair more often than do conventional high schools, and that alternative high schools are very likely to demonstrate a link between school disrepair and substance abuse. Conventional schools in disrepair, however, do not always show that same link, it depends on that school's external setting (ie wealthy community, poor community, urban, suburban...).
Reflection:
The fact that alternative schools are more often experiencing physical disrepair is an indication that they are probably not given the same funding and resources as conventional schools are and it is common knowledge for people in the school system to know that alternative schools must meet the standards as the rest of the schools in their district. If the alternative schools do not meet those standards than it should be expected that they have a higher rate of substance abuse because the students feel like they are not being cared for and that negative self perception leads them to make poor decisions such as experimenting with drugs. I think if they want to have alternative schools than those districts need to put in more effort to maintain them just as they do their conventional schools. The reason for alternative schools is often to better the student and help them achieve more. Illicit drug use is not helpful toward achieving that goal at all.
FIFTH ARTICLE (ONLINE JOURNAL)
Sisk, J. (2009). Alternative Schools. Education, 1-4. Summary: This is a basic informative article about alternative schools. It defines an alternative school, provides a general statement of the purpose and descriptions, cautions, preparations, and offers advice for any other concerns the reader may have. According to this article, alternative schools have been established since about the 1970s to meet the needs of children and adolescents who cannot learn effectively in a traditional school environment. Like the other articles, it mentions how alternative schools are not only for disruptive and at risk students, but also others who suffer from medical conditions or learning disorders. It also brings up the idea of “growth programs” which are programs to reform one’s view of themselves from a negative self perception to a positive, confident image. According to the article, there are a growing number of these alternatives throughout the country. Reflection: Alternative schools are the right choice for some parents to make for their children, but they are not appropriate for every student and their family. Parents must do research into alternate methods and programs before sending their children into one, as they may require certain financial obligations or time. Alternative schools may be the solution to several problems, but only after careful consideration by both the school system and the parents of the district.
POINTS
“Alternative programs that lack high standards, clear entrance and exit criteria, and the right to due process risk charges of discrimination, inequity, and civil rights violations.”(A)
“a focus on problem students may threaten system equity by segregation poor, disabled, and minority students in alternative programs.”(A)
“as the director of an alternative school in Rhode Island explains, ‘If an alternative school is set up to help teen parents get their GED and learn job skills, it isn’t likely to work miracles for teens with criminal histories and drugs addiction”(A)
Type 1 schools include “schools-within-schools to magnet schools, charter schools, schools without walls, experiential schools, career focused and job-based schools, dropout-recovery programs, after-hours schools, and schools in atypical settings like shopping malls and museums.”(A)
If a program’s data shows no success in changing student behavior and achievement, then the program should be terminated. If it does show improvement, then cost should be analyzed by comparing the program costs to the cost the state would accrue without the program. (A).
“excellence inspires excellence” (A).
Contributed by: Lauren W
ANALYSIS ARTICLE
Soleil, G. (1998). Schools for disruptive students: a questionable alternative?, 1-9.
Summary:
This extensive analysis of alternate schools by the Appalachia Educational Laboratory questions whether or not the benefits of alternate schools outweigh the destruction they cause to the school system. It also examines the differences between the three types of alternative programs as well as illustrates criteria that must be implemented for these programs. The article claims that alternative schools could become “dumping grounds” for undesirable, unruly students. According to the Appalachia Educational Lab, there are three types of alternative schools: Type 1 schools students choose to attend either to finish education, to pursue a more challenging curriculum, for a more flexible schedule, etc. Type 2s are classified as disciplinary schools where students are sent for short periods of time aiming to reform disruptive students. Type 3 therapeutic schools typically offer counseling, remediation, and other beneficial services to troubled students. Crossing boundaries and overlapping the three purposes of educating, disciplining, and healing is counterproductive for the students and inefficient for the schools.
Reflection:
After reading this article, I put aside what I had previously thought about alternative schools and now know more of what they are about. In my experience, alternative schools were there as an option to get out of juvenile hall. They were for the druggies and criminals. Knowing about the three different types of alternative schools, I now see that they can be therapeutic environments for those who are not disruptive, but simply need a different kind of attention from the teachers in order to learn. If implemented correctly and with good use of resources, it seems as though alternative schools can be very helpful to a school system.
RESEARCH ARTICLE
Chase, FS. (1978). Urban education studies. Education Resources Information Center, 1-52.
Summary:
This research report was conducted by Council of the Great City Schools and University Council for Education Administration (30 years ago). Officials visited the schools, conducted interviews with students and staff, and collected surveys. The findings reflected the success of educational alternatives including; the arts in schools, hands on training and job experience, bilingual and multicultural education, staff and curriculum development, and use of community resources. Oakland, Toledo, Dallas, Atlanta, and Milwaukee were the subject cities of this research. It was found that schools which incorporated action learning (career exploration or employment opportunities) had happier students with a newfound sense of self-worth and an incentive to be successful in school. One program in Toledo accepted dropouts and delinquent children to train them and develop their potential to be productive employees. Many districts with action learning implemented. Students who attended schools with music, theatre, art, and dance programs benefited academically as well. The programs make school more enjoyable for them, thus they invest more time and attention to it. The report concluded that one program managed to bring its students from two grade levels below to grade level proficiency or above. There were also a number of multicultural education initiatives throughout these cities intended at breaking down racial barriers. Students involved in such programs have been given surveys of their attitude and it appears as though they are becoming accepting of cross cultural activities.
Reflection:
Although these are not "traditional" alternative programs, they do offer alternative methods of active learning, the arts, and multicultural education in schools which appear to be effective in raising student achievement. With all the talk about how students learning methods are different, how teachers and students are becoming accustomed to the “Game of School,” and how standardized testing is not right, these alternate methods are the answer. They keep students’ interest and give them a reason to succeed in school. Plus they can help the community through projects and gain experience from interaction with others. School reforms should include alternate methods when making strategic plans for the years to come.
OPINION ARTICLE
Gregory T. (2001). Fear of Success? Ten Ways Alternative Schools Pull Their Punches. Phi Delta Kappa International, 82, 577-581.
Summary:
In this article Tom Gregory writes about the ten aspects of alternative schools that can either make or break them. Having control of who attends, diversity within the student body, controlling the time of entry, controlling who teaches, giving the school an identity and uniqueness, maintaining standards of the facilities, sharing the resources, ensuring program integrity and having graduation as a closure are all incredibly important for an alternative school to be successful. He exposes why alternative schools keep a low profile within their districts; to keep their relationship with conventional schools strong, since the alternate schools have little power in the systems.
Reflection:
With this extensive explanation, it is easy to understand why people don't hear much about alternative schools. Unless their children attend one that is. It also lays out the fundamentals of running an alternative program to make it productive and worthwhile. The Rhode Island reform plan should consider the benefits of having an alternative program in the state. It would help to raise both graduation rates and student/teacher happiness.
JOURNAL ARTICLE
Grana, RA., Black, D., Sun, P., Rohrbach, LA., & Gunning, M. (2010). School disrepair and substance use among regular and alternative high school students. Journal of School Health, 80(8), 1-8.
This article highlights the obvious fact that the school environment is on of the most influential areas an adolescent is exposed to. When going through teenage years, students spend roughly 8,000 hours at school, subjected to their friends, teachers, and the physical conditions of the school. This article focuses on teenage substance abuse in regular high schools and alternative high schools and how that trend may be tied to physical school disrepair. The theory behind this study is that "buildings with broken windows signals a low level of local concern about the condition of the neighborhood and can engender larger social problems, such as crime." The results of the study suggest that alternative high schools experience school disrepair more often than do conventional high schools, and that alternative high schools are very likely to demonstrate a link between school disrepair and substance abuse. Conventional schools in disrepair, however, do not always show that same link, it depends on that school's external setting (ie wealthy community, poor community, urban, suburban...).
Reflection:
The fact that alternative schools are more often experiencing physical disrepair is an indication that they are probably not given the same funding and resources as conventional schools are and it is common knowledge for people in the school system to know that alternative schools must meet the standards as the rest of the schools in their district. If the alternative schools do not meet those standards than it should be expected that they have a higher rate of substance abuse because the students feel like they are not being cared for and that negative self perception leads them to make poor decisions such as experimenting with drugs. I think if they want to have alternative schools than those districts need to put in more effort to maintain them just as they do their conventional schools. The reason for alternative schools is often to better the student and help them achieve more. Illicit drug use is not helpful toward achieving that goal at all.
FIFTH ARTICLE (ONLINE JOURNAL)
Sisk, J. (2009). Alternative Schools. Education, 1-4.
Summary:
This is a basic informative article about alternative schools. It defines an alternative school, provides a general statement of the purpose and descriptions, cautions, preparations, and offers advice for any other concerns the reader may have. According to this article, alternative schools have been established since about the 1970s to meet the needs of children and adolescents who cannot learn effectively in a traditional school environment. Like the other articles, it mentions how alternative schools are not only for disruptive and at risk students, but also others who suffer from medical conditions or learning disorders. It also brings up the idea of “growth programs” which are programs to reform one’s view of themselves from a negative self perception to a positive, confident image. According to the article, there are a growing number of these alternatives throughout the country.
Reflection:
Alternative schools are the right choice for some parents to make for their children, but they are not appropriate for every student and their family. Parents must do research into alternate methods and programs before sending their children into one, as they may require certain financial obligations or time. Alternative schools may be the solution to several problems, but only after careful consideration by both the school system and the parents of the district.
POINTS
“Alternative programs that lack high standards, clear entrance and exit criteria, and the right to due process risk charges of discrimination, inequity, and civil rights violations.”(A)
“a focus on problem students may threaten system equity by segregation poor, disabled, and minority students in alternative programs.”(A)
“as the director of an alternative school in Rhode Island explains, ‘If an alternative school is set up to help teen parents get their GED and learn job skills, it isn’t likely to work miracles for teens with criminal histories and drugs addiction”(A)
Type 1 schools include “schools-within-schools to magnet schools, charter schools, schools without walls, experiential schools, career focused and job-based schools, dropout-recovery programs, after-hours schools, and schools in atypical settings like shopping malls and museums.”(A)
If a program’s data shows no success in changing student behavior and achievement, then the program should be terminated. If it does show improvement, then cost should be analyzed by comparing the program costs to the cost the state would accrue without the program. (A).
“excellence inspires excellence” (A).